At some cheapest wow gold point, engineering professor Brianno Coller realized he didn't like slogging through dry math problems as an instructor any more than he had as a student. So he thought about what could liven things up animation! interactivity! and it hit him: video games. Along the way, they're exposed to computational math, a basic building block of engineering. "I use games to, in some sense, throw away the textbook," says Coller, 42, who played Lunar Lander and other video games as a kid. "My philosophy is that learning can be a burdensome chore or it can be an interesting journey." Around the country, pockets of faculty have been adding games to their courses as a way to stimulate learning. At Boston College, nursing students conduct forensics at a virtual crime scene. At the University of Wisconsin Madison, a game called Melody Mixer teaches students how to read and compose music. Students at Mercyhurst College in Erie, Pa., play World of Warcraft, a multiplayer online game, in a course on intelligence studies. Education Department's new national technology plan. But most national initiatives focus on elementary and high schools. Retired Supreme Court justice Sandra Day O'Connor encourages teachers of kids in grades 5 12 to participate in iCivics, a Web based game. In the past two years, big name donors such as the John D. and Catherine T. MacArthur Foundation and the Bill Melinda Gates Foundation have lent their support to public schools in New York and Chicago that are designed around the concept of games as a learning tool. Johnson credits changing demographics with pushing what are sometimes called "serious games" into the college curriculum. A Kaiser Family Foundation study in 2010 found that 60% of kids ages 8 18 play video games daily, averaging about two hours. Nearly a decade ago, a 2003 report involving 27 colleges by the Pew Research Center found that 65% of 1,162 students surveyed reported playing video and online games regularly.
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